T O PASS MY EXAMS THE DILEMMA OF U SING A LEARNERCENTERED TEACHING APPROACH IN GHANAIAN UNIVERSITIES George KT Oduro PhD College of Distance Education University of Cape Coast ID: 329845
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“ALL I NEED IS TO PASS MY EXAMS”: THE DILEMMA OF USING A LEARNER-CENTERED TEACHING APPROACH IN GHANAIAN UNIVERSITIES
George, K.T.
Oduro
, (PhD)
College of Distance Education
University of Cape Coast
and
Rosemary, S.
Bosu
(PhD)
,
Institute for Educational Planning and Administration
University of Cape CoastSlide2
KEY QUESTIONSWhat do Ghanaian students consider as a motivator for entering the university?What are students’ criteria for determining an effective lecturer?What aspirations do students’ have for participating in university exams?How do these aspirations affect students’ attitude towards learner –centred teaching approachSlide3
Conceptual issuesSlide4
A case for learner-centred Slide5
Methodology Slide6
findings MOTIVATING FACTORSIMPORTANCE
Factor
Mean
Factor
Mean
More likely to obtain an job
3.00
Need for certificate
3.00
Parental
preference for university degree
3.00
Had
required entry grades
3.00
Desire for knowledge and self efficacy
3.00
Desire for knowledge
2.49
Had required
entry grades
3.00
Parental
preference for university degree
2.49
Need a university certificate
2.83
More likely to obtain an job
2.18Slide7
Criteria for determining effective lecturer Effective communication skills (Mean: 3.00)giving feedback on tests and assignments, listens to students’ views and ensuring students understand conceptsLecturer’s knowledge of subject (Mean: 3.00)knowledgeable of
subject matter and gives relevant assignmentsSlide8
Criteria for determining effective lecturer Majority View: apprehension about lecturers who put much burden on studentsE.g. ‘an effective lecturer is the one whose teaching approach is simpler and involves less work’ (A student). Minority View: One whose teaching approach is interactive and employs technology in teaching. E.g. ‘he or she is one who does not monopolise
the learning process but offers opportunities for students to seek and
analyse
things for themselves
’(A student)Slide9
Students’ aspirations for participating in university exams 83% of students: Requirement and the only criteria for their progression. 18% of students: Desire exams because of the satisfaction one gets when one succeeds in examinations Lecturers noted that students’ aspiration to write exams was conditioned upon their having a prior knowledge of the questions that were likely to inform examinationsSlide10
E.g. ‘Examinations naturally instil fear in students. So when a lecturer continuously threaten students with failure, then obviously the motivation for writing exams will be killed in students. It is therefore important that lecturers do not scare them’ (A lecturer)Slide11
Attitude towards learner-centered teaching approach Both lecturers and Students understood the concept and acknowledged the benefits associated with the approachLearner-centered teaching approach was not often used by lecturersStudents were not enthusiastic about lecturers using the learner-centred approachImposed on them much work which they thought affected their revision for examination
AwarenessSlide12
E.G“The learner-centred approach is very good but when we have many lecturers giving us assignments to do and we don’t have time to reflect on our notes for examinations, the approach becomes a punishment for us. We need time for our exams so although it is a good practice, it does not help us in terms of preparing for exams” (A student)Slide13
ConclusionAcquisition of academic certificate has become the driving force for students who pursue university education in GhanaHas implications for the management of examinations Over concentration on passing examinations has adverse implications for lecturers’ use of learner-centred teaching approach’ Emphasis shifts away from focusing on learningSlide14
Implication for policy and practiceUniversities should make learner-centred approach a policy and enforce its implementation Capacity of lecturers should be strengthened in Learner-centred teaching techniques Embark on active sensitization seminars to properly educate studentsReward scheme that will acknowledge students who respond positively to lecturers’ use of learner-centred
approachSlide15
Thank You